大学英语学习者学习动机与英语口语水平的相关性实证研究

论文摘要

本论文力求探寻英语学习动机与英语口语水平的关联程度。研究目的在于调查出二语学习者的学习动机类型,各类型动机水平,主要通过相关性分析来发现不同动机类型对于英语口语水平的影响程度,研究意义在于为学习动机的研究提供更多的数据支撑,为教学者与学习者提供参考。实验样本取自南京航空航天大学双语教学试点班的两个平行班级,共91位06级同学。数据来源包括两次同期录音的口语考试和问卷调查。问卷根据Gardner的ATMB量表由研究者自行设计,并用社会统计学软件(SPSS 11.0)进行分析处理。实验结果如下:第一,经过一年的英语课程学习,国际教育学院学生(国际班学生)比机电学院学生(机械班学生)在口语水平上体现出明显优势。第二,国际班学生和机械班学生都具备共同动机类型,它们可以归为三个类别,外在动机与内在动机,融合型动机与工具型动机,深层动机与表层动机,也可以进行再次细分:竞争动机,留学动机,个人兴趣,决心,学习情境,专业学习,自我效能,工作和考试成绩。第三,两个班的学生在动机水平上呈现差异。在总体动机水平上,国际班学生明显优于机械班学生。在外在动机,融合型动机,工具型动机和表层动机方面,两者具有明显差异,前者较强。第四,学习动机与口语水平的相关性研究证明,学习动机强的学生口语水平明显占优。因为国际班学生在总体动机,外在动机,融合性动机,竞争,专业学习,工作几方面的动机强度明显强于普通班学生,而这几项动机也与前者口语水平较好具有显著相关性。本研究对英语教学与学习具有一定的指导意义:老师应该注重营造基本的动机条件,在课堂内外都努力激发并维持学生的学习动机,鼓励学生进行积极的自我评价;学生应该发挥学习上的主人翁精神,明确长短期目标,渴望成功并为之不懈努力。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 General Description of Background
• 1.1.1 New century, new opportunities and challenges
• 1.1.2 The shift of SLA research focus
• 1.1.3 The studies on factors concerning L2 learners
• 1.1.4 The studies on L2 motivation
• 1.2 The Need for the Study
• 1.2.1 The new-round college English education reform in NUAA
• 1.2.2 The springing- up of internationally cooperative education
• 1.2.3 The need of my present study and my research questions
• 1.3 An Overview of the Thesis
• Chapter Two Literature Review
• 2.1 The Definition of Motivation
• 2.2 The Definition of Second Language Motivation （L2 Motivation）
• 2.3 The Theories of Motivation in Psychology
• 2.3.1 Expectancy-value theories
• 2.3.2 Goal theories
• 2.3.3 Self-determination theories
• 2.4 The Theoretical Construction of the Motivation Models in L2 Learning
• 2.4.1 Gardner’s motivation theory
• 2.4.2 Tremblay and Gardner’s revised model
• 2.4.3 D?rnyei’s extended motivational framework
• 2.4.4 Williams and Burden’s social constructive model
• 2.4.5 Schumann’s neurobiological model
• 2.5 The Empirical Studies
• 2.5.1 The overseas empirical studies
• 2.5.2 The domestic empirical studies
• Chapter Three Research Methodology
• 3.1 Research Questions
• 3.2 Research Design
• 3.2.1 Subjects
• 3.2.2 Instruments
• 3.2.3 Data collection
• 3.2.4 Data analysis
• Chapter Four Results and Discussion
• 4.1 Reliability of Questionnaire
• 4.2 Results and Discussion of Research Question One
• 4.2.1 Comparison of scores in nation-wide matriculation examination
• 4.2.2 Comparison in oral English proficiency between JPS and MES
• 4.3 Results and Discussion of Research Question Two
• 4.3.1 The perspective of extrinsic motivation and intrinsic motivation
• 4.3.2 The perspective of integrative motivation and instrumental motivation
• 4.3.3 The perspective of deep motivation and surface motivation
• 4.3.4 The perspective of sub-divided motivation types
• 4.4 Results and Discussion of Research Question Three
• 4.4.1 The perspective of extrinsic motivation and intrinsic motivation
• 4.4.2 The perspective of integrative motivation and instrumental motivation
• 4.4.3 The perspective of deep motivation and surface motivation
• 4.4.4 The perspective of sub-divided motivation types
• 4.5 Results and Discussion of Research Question Four
• 4.5.1 The correlation between oral English proficiency and different motivations
• 4.5.2 The correlation between MES oral English proficiency and different motivations
• 4.5.3 The correlation between JPS oral English proficiency and different motivation
• 4.5.4 Discussion
• Chapter Five Conclusion
• 5.1 Summary of Major Findings
• 5.2 Pedagogical Implications
• 5.3 Limitations and Suggestions for Further Researches
• References
• Appendix Questionnaire
• Publications